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21.
Suzanne Morris Rachael Pitt Catherine Manathunga 《Assessment & Evaluation in Higher Education》2012,37(5):619-636
The joint supervision of Research Higher Degree (RHD) students by an industry and university supervisor is likely to increase in forthcoming years with a rise in the number of university–industry collaborations. Research students may become involved in these collaborative arrangements for a variety of reasons and may launch into their RHD without considering how they will serve two masters, and how this complex relationship will affect their RHD experience. Moreover, little research has been conducted to assess the impact of these arrangements on current RHD students’ experiences. The experiences of students with academic and industry supervisors were, therefore, explored in a survey of confirmed RHD students at an Australian research‐intensive university. This paper investigates whether RHD students conducting research in traditional academic settings have a different experience to students working on industry‐related projects in industry settings, specifically in regards to supervision and institutional access and engagement. 相似文献
22.
Suzanne Lane 《Educational Measurement》2004,23(3):6-14
The validity of high-stakes assessments and accountability systems is discussed in relation to the requirements of No Child Left Behind (NCLB). The extent to which content standards and assessments are cognitively rich, the challenges in setting performance standards, and the impact of high-stakes assessments on instruction and student learning are addressed. The article argues for quality content standards, cognitively rich assessments, and a cohesive, balanced assessment system. 相似文献
23.
This study examines the effects of the differences in organizational identities that emerged during a post-merger project that aimed at unifying the laboratory services of a large healthcare center that resulted from the merging of three hospitals by supporting them with a unique information system. We draw on the concepts of organizational identity and sensemaking to analyze the laboratory information system implementation project. Organizational identity is conceptualized as the mental representation that organizational members have of themselves as a social group in terms of practices, norms, and values and how they understand themselves to be different from members of other organizations. Data analysis suggests that divergent organizational identities and team members’ alternative interpretations of others’ practices, norms and organizational symbols, coexist during the post-merger integration phase. These interpretations are reflected in the final functionality of the information system that was different from the planned one. 相似文献
24.
Oded Bar-Or Linda Houtkooper Susan Barr Anita Rivera-Brown Michael Bergeron Tom Rowland Ruth Carey Suzanne Steen Priscilla Clarkson 《体育科学》2001,21(5):89-93
1. 儿童青少年运动员应该食用多样化的食物,其中,蛋白质应占膳食总能量的12%-15%,碳水化合物至少占55%,而脂肪至多占30%。日常生活中如何吃才能满足这些要求呢?膳食指南宝塔提供了一条可行之道。2.有些营养素对热爱运动的儿童青少年运动员非常重要,要保证摄入充足,这些营养素是碳水化合物(包括纤维素)、维生素B6、维生素D、铁、钙、镁、锌、铬。科学合理、包罗各类食物的平衡膳食,对青少年运动员最大程度地全面摄取各种营养素,满足生长发育和运动训练的需要,是非常必要的。3.鼓励儿童青少年运动员在运动训练前、中、后进行补液,以避免脱水的发生。4.如果膳食合理平衡,就没必要额外补充营养品。 相似文献
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Objective:
The research sought to establish a rubric for evaluating evidence-based medicine (EBM) point-of-care tools in a health sciences library.Methods:
The authors searched the literature for EBM tool evaluations and found that most previous reviews were designed to evaluate the ability of an EBM tool to answer a clinical question. The researchers'' goal was to develop and complete rubrics for assessing these tools based on criteria for a general evaluation of tools (reviewing content, search options, quality control, and grading) and criteria for an evaluation of clinical summaries (searching tools for treatments of common diagnoses and evaluating summaries for quality control).Results:
Differences between EBM tools'' options, content coverage, and usability were minimal. However, the products'' methods for locating and grading evidence varied widely in transparency and process.Conclusions:
As EBM tools are constantly updating and evolving, evaluation of these tools needs to be conducted frequently. Standards for evaluating EBM tools need to be established, with one method being the use of objective rubrics. In addition, EBM tools need to provide more information about authorship, reviewers, methods for evidence collection, and grading system employed.Highlights
- Eleven of the fourteen previous evidence-based medicine (EBM) tool evaluations were based on clinicians evaluating tools based on their perception of the products'' ability to answer a clinical question.
- EBM tools'' evidence summaries are not updated as often as products claim.
- Although many EBM tools claim to be evidence based, only 74% of the 70 evaluated treatment summaries included graded evidence.
Implications
- To offer the best tools for users, medical libraries should evaluate EBM resources regularly, including the quality of the evidence provided.
- Medical librarians have a role to play in evaluating the quality of EBM products and can develop assessment tools to aid in this evaluation.
27.
Question:
Can e-readers loaded with medical textbooks and other relevant material benefit medical students, residents, and preceptors in clinical settings?Settings:
The settings are North Carolina community clinics served by Duke University Medical Center and St. Joseph''s Hospital in Bryan, Texas, and Scott and White Memorial Hospital in Temple, Texas.Methods:
Duke University: Twenty second-year medical students and fourteen family medicine clerkship preceptors used Kindle e-readers in clinics during eight months of rotations. Students and preceptors provided feedback through an anonymous online survey. Texas A&M University: Nine fourth-year medical students in an elective compared medical textbooks in print, online, and on a Kindle. Six residents at a local hospital completed an anonymous online survey after a three-week loan of a Kindle loaded with medical textbooks.Results:
The e-reader''s major advantages in clinical settings are portability and searchability. The selected e-reader''s limitations include connection speed, navigation, and display. User preferences varied, but online resources were preferred. Participants suggested additional uses for Kindles in medical education.Conclusions:
The selected e-reader''s limitations may be resolved with further development of the device. Investigation of other e-readers is needed. Criteria for evaluating e-readers in clinical settings should include portability, searchability, speed, navigation, and display. Research comparing e-readers and mobile devices in clinical education is also warranted. 相似文献28.
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30.
Suzanne Moore 《Early Childhood Education Journal》1983,10(4):27-29
The typical nursery school in the province of Quebec, Canada, is conducted in French, the official language of schools and business. Even so, it is not unusual to find English- as well as French-speaking students at many of these schools. Both languages are spoken in the province. 相似文献